teacher. In the first meeting, the observer was the English teacher and in the second meeting, the observer was the researcher.
Meanwhile, evaluation was conducted to know whether the use of SQ3R strategy can improve the students’ active participation and their reading
comprehension achievement on narrative text. The evaluations used in this research were process and product evaluation. The process evaluation was done by conducting
observation during the reading teaching learning process on narrative text by using SQ3R strategy in every meeting, while the product evaluation was administered at the
end of each cycle in the form of reading comprehension test. The following was the criteria used to evaluate the success of the action;
a. The action was considered as successful if 75 of the students actively
participated in the reading teaching learning process by using SQ3R strategy. b.
The action was considered as successful if at least 75 of the students as the research subject achieved the minimum score that is 75.
3.6.4 Reflection of the Action
Reflection was conducted after analyzing the result of the implementation of the action. The researcher and the English teacher did the reflection collaboratively.
The purpose of doing reflection was to know whether the actions given are successful or not. The result of the reflection was used to revise the implementation of the action
in cycle one. The revisions from cycle one were used as guidance to construct the action in cycle two. At the end of the research, the researcher who did reflection
collaboratively with the English teacher used the result of the reflection to draw a conclusion in order to answer the research problems.
3.7 Data Analysis Method
The result of the observation checklist in each cycle was analyzed quantitatively based on the students’ active participation during reading teaching
learning process. The data was analyzed by using the following formula:
Notes: E= t
he percentage of the students’ active participation n= the total number of the students who are categorized as active students
N= the total number of the students Adapted from Ali, 1993:186
The results of the analysis were continued by applying the following formula to find the percentage of the students who get at least
≥ 75:
Notes: E= the percentage of the total number of the students who get ≥ 75
n= the total number of the students who get ≥ 75
N= the total number of the students doing the test Adapted from Ali, 1993:186
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CHAPTER 4 RESEARCH RESULT AND DISCUSSION
This chapter presents the results of the action in Cycle 1 and Cycle 2. Each Cycle consists of the results of observation, the results of reading comprehension
achievement test, the result of reflection and the discussion of the research results. The descriptions of each point are presented in the following section.
4.1 The Result of the Action in Cycle 1
The action in Cycle 1 was conducted in three meetings including the time for the test. The first meeting was done on May 9
th
, 2014, the second meeting was done on May 10
th
, 2014 and the third meeting that was the reading test was done on May 16
th
, 2014. The implementation of the action was done by the researcher and the English teacher collaboratively. The stages of activities done in Cycle 1 covered the
planning of the action, the implementation of the action, the observation and evaluation, and the data analysis and reflection.
The implementation of the action was based on the Lesson Plans constructed by the researcher collaborated with the English teacher. The first meeting was done
based on Lesson Plan 1 see Appendix D and the second meeting was done based on Lesson Plan 2 see Appendix E. The teaching learning materials were based on the
2006 English Curriculum for senior high school level. They were taken from the English textbooks and the other authentic materials, such as internet by making some
revisions of the grammatical errors. The reading narrative texts for the first Cycle entitled
“Pinocchio” and “Mouse-deer and farmer”. The comprehension covered word comprehension, sentence comprehension, paragraph comprehension, and text
comprehension. In the implementation of the action in this Cycle, in the first meeting, the
researcher conducted the action while the English teacher was as the observer. In the second meeting, the English teacher conducted the action while the researcher was as
